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TO THE 
PEOPLE of ALABAMA 




AN ADDRESS BY THE 
ALABAMA EDUCATION COMMITTEE 



Issued by the 

Department of Education 

Montgomery. Ala. 



•7 









To the People of Alabama: 

This address, prepared by the Alabama 
Education Committee, a voluntary organiza- 
tion having for its objects the promotion of 
public education in Alabama, is given to 
you with the hope that, after a careful pe- 
rusal, your interest and enthusiasm in this 
great work will be heightened. 

Supt. Isaac W. Hill, the able Chairman 
of the Committee, has kindly offered to is- 
sue the address as an official utterance of 
the Department of Education, and as such, 
in addition to the force given it by the per- 
sonnel of the Committee, is commended to 
you for a conscientious consideration. 

Additional copies of the address, if de- 
sired, may be procured by addressing the 
Secretary. 

Harry C. Gunnels, 

« 

Secretary. 
Montgomery, Ala. 

D. of D, 



•? i. 1 •-. 



ADDRESS 

ISSUED BY THE 

Alabama Education Committee 

At Montgomeky, Dec. 6, 1904. 



To the People of Alabama: 

The Alabama Education Commi'tee. organ- 
ized under the auspices of the State Depart- 
ment of Education, with the co-operation o'i 
the Southern Education Board, and having 
for its objects the promotion of public in- 
struction, takes this method of calling atten- 
tion to some defects in the school system, 
and of suggesting such remedies as will pro- 
duce more satisfactory conditions. Even a 
brief consideration makes plain the inade- 
quacy of the system to meet the needs of a 
great and growing people. 

1. ORGANIZATION OF SYSTEM. 

1. While the law looking to the establishment 
of a system of public schools 
FORMER was enacted half a century 

CONDITIONS ago, the conditions which ex- 
NOT FAV- isted prior to the year 1874. 
ORABLE. rendered impossible rapid and 

substantial growth. During 
the last thirty years, considering defects in 
the plan of organization, considerable pro- 
gress has been made. It is generally con- 
ceded, however, that Alabama is far behind 



many other States in making provision for 
the preparation of an intelligent and patrio- 
tic citizenship. Advancement has been re- 
tarded by many adverse conditions, among 
which may be mentioned lack of means, 
sparseness of population, absence of passable 
highways, presence in the body politic of a 
large ignorant electorate, remembrance of 
the abuses of taxation auring the period of 
reconstruction, and the fixed necessity for 
the maintenance of a dual system. 

2. But the chief cause of lack of satisfactory 
progress lies in that feature 
CHIEF of the system which leads the 

CAUSE OP people to rely upon the State 
LACK OF government for maintenance 

PROGRESS, and supervision, rather than 
upon community interest and 
effort. This mistake was made in the very 
beginning, and constitutes the chief defect in 
the system as it exists today. 

Indeed, the State should do its part, but 
the history of education elsewhere proves 
conclusively that it is an unwise and hurt- 
ful policy to look to that source for every- 
thing needed. Wherever such a policy has 
prevailed, the people have come gradually to 
rely upon the general government for the 
performance of duties that should be regard- 
ed as individual or local. If we would meet 
the obligation that presses upon us, we must 
modify this policy. 



II. SUPERVISION OF SCHOOLS. 

1. Without competent supervision the best re- 
sults are impossible. This is 
STATE as true in educational affairs 

SUPER- as in business and industrial 
VISION, matters. While there has been 
great adA^ancement in the 
work of supervision — State, county, and dis- 
trict — there yet remains room for improve- 
ment. 

It is unreasonaole to expect efficient super- 
vision from men who know nothing of super- 
visory work. The Sta'es that are making 
greatest educational progress are those that 
fix qualifications for the office of Superin- 
tendent. Continued competent State super- 
vision w^ould be guaranteed if the Superin- 
tendent of Education were required by law 
to be a professional educator of experience, 
of recognized ability, and of high character; 
and what is true of State supervision is 
equally true of county supervision. 

When we wish to have performed any 
work not educational, we employ a man es- 
pecially trained for that service; for the 
bench, expert lawyers: for the pulpit, ordain- 
ed ministers; for the bank, trained account- 
ants; for the factory, skilled workmen; for 
the school room, licensed teachers; then 
when a man is wanted to administer a sys- 
tem of schools, why not choose an experienc- 
ed educator? If the people will not perform 
this duty voluntarily, why not require 'hem 
by law to do it? Without such legal require- 
ment, the people, under the excitement of 
political contests, overlook frequently the 
mat'er of qualification. The constitutional 
provision that limits the State Superintend- 
ent of Education to one term is unwise. The 
office of Superintendent should be removed 



as far as possible from the influences of 
partisan politics. 

2. For the first time in the history of the 

State, the county has been 
COUNTY made the unit of school ru- 

BOARD OF pevvision, and a Coiiutv 
EDUCATION. Board of Education placed in 

charge. This Board has almost 
plenary power, and should be composed 
of intelligent, patriotic men — men who 
have deeply at heart the interests of 
the public schools. Too much import- 
ance can not be placed on this propo- 
sition. Under authority of this Board the 
County Superintendent largely acts, and the 
success of his work will be handicapped un- 
less the ri:ht kind of a Board is behind him. 

3. Some of the county superintendents of edu- 

cation are men of consider- 
COUNTY able practical experience In 

SUPER school management; some of 

VISION, them are not. Heretofore, 
many of them have been but 
little more than disbursing agents, altogether 
unnecessary officers, since the county treas- 
urers could have disbursed the funds equally 
as well. 

So long as we continue to elect to this po- 
sition men who know nothing of school man- 
agement, who have not made of education a 
study, and who could not obtain a teacher's 
certificate of the lowest grade, even, just so 
long will we have inefficient supervision. A 
qualified county superintendency is one of 
our greatest educational needs, and under 
the new Constitution, it is possible. The 
next Legislature should be asked to enact a 
law establishing it. 

Yet, when the paltry compensation is con- 
sidered. County Superintendents are not en- 



tirely blamable for devoting so little time to 
the performance of their duties. In most 
cases they receive mere pittances. With few 
exceptions, their salaries should be doubled^ 
and more than doubled. The County Super- 
intendent should not only be qualified for his 
position, but he should also be required to 
devote his entire time to the work; and he 
should be paid a salary sufficiently large to 
enable him to do this. 

The minimum term of office for County 
Superintendents should be four or six years, 
and they should be kept in service so long as 
they perform their duties in a satisfactory 
manner. The custom of forcing them to 
quit office about the time they have learned 
to perform their duties well, has greatly re- 
tarded the cause of education. 

4. There is no more important office in the 
system than that of District 
DISTRICT Trustee. Upon the District 
SUPER- Trustee devolves many re- 

VISION. sponsible duties. How neces- 
sary, then, that he be intelli- 
gent, honest, sober, energetic, and patriotic. 
He should be chosen with special reference 
to the duties to be performed. 

III. MATERIAL EQUIPMENT. 

1. In selecting a location for the school, great 
care should be exercised. 
LOCATION The question of accessibility 
AND should not be overlooked. The 

GROUNDS, greatest convenience to the 
greatest number should be the 
chief consideration. Personal or local in- 
fluences too frequently govern. The result 
is, the establishment of unnecessary schools, 
or small, short-term, rather than large long- 
term schools. 



The grounds should be made attractive, 
and, in rural commun.-ies especially should 
be sufficiently extensive to make possible ex- 
periments in elementary agriculture. The 
school-garden properly conducted will go far 
toward bringing about love for country life 
and its elevating influences. The tendency 
of population to drift from the country to 
the city is one of the most alarming signs 
of the times. If children were taught the 
beauties, pleasures and possibilities of rural 
occupations, this tendency would be checked. 
This instruction can be given, in a measure, 
by the wise use of school grounds. 

2. School houses should not only be conven- 
iently located, but they should 
BUILDINGS also be planned and construct- 
AND ed with special reference to 

APPARATUS, comfort, attractiveness, ani 
health. In many communi- 
ties the school buildings are nothing more 
than miserable makeshifts. Any old out- 
house is considered sufficiently good. The 
importance of heat, light, comfort, and ven- 
tilation is ignored. The laws of health are 
often violated. 

But however good^and costly and attract- 
ive the building may be, the best of work by 
pupil and teacher cannot be accomplished 
without the necessary apparatus. Too little 
attention has been given to this subject, not 
only in country, but also in city schools. 
Such apparatus as is used is generally pur- 
chased by the teacher, and is paid for out of 
her meagre salary. As a rule, especially in 
buildings like those described, there is no 
such equipment, no maps, no pictures, no 
globes, no desks, no blackboards, nothing. 

Notwithstanding this lack of necessary 
equipment of grounds, buildings and appa- 
ratus, the children are expected to advance 



rapidly, and to take great delight in attend- 
ing school. Is it a matter of wonder that 
they frequently become inattentive, indiffer- 
ent, disgusted, and that, as a consequence, 
they quit school and grope through life in 
ignorance and superstition? Is it a matter 
of surprise that the best qualified teachers 
decline to accept service amid such surround- 
ings? 

School houses should be made as comfort- 
able and attractive as possible. Indeed, of 
all public buildings, they should be the most 
comfortable and attractive. Where they are 
made healthful, cheerful and beautiful, chil- 
dren will delight in attendance and study. In 
behalf of the children, your children, we ap- 
peal to you to see that the school houses are 
properly constructed and furnished. 

3. In loca'ing schools and building houses, 
the matter of consolidation of 
CONSOLIDA- schools should not be over- 
TION AND looked. Wherever tried, and 
TRANSPOR- the experiment has been made 
TATION. in several States, it has often 
been found to be more econ- 
omical and otherwise more satisfactory to 
consolidate all the schools of the district in- 
to one school. Where this is done, pupils liv- 
ing beyond a fixed reasonable distance are 
transporied to ana from the schools at public 
expense. In other words, it has been found 
to be less expensive to convey the children 
to the schools than to carry the schools to 
the children. Wagons prepared for the pur- 
pose are used for transportation. 

Such consolidation and transportation 
make possible more commodious and better 
furnished buildings, higher and better 
graded courses of study, larger and better 
qualified teaching forces, and longer school 
terms. That five teachers can render more 



efficient service in a school of two hundred 
and fifty than one teacher can render in a 
school of fifty children, is manifest without 
argument 

Wherever the condition of the public roads 
makes it possible, we urge the consolidation 
of schools. The Legislature may, by a two- 
thirds vote of each House, authorize the use 
of school funds for transportation purposes. 
In the absence of legislative action, there is 
nothing to prevent the raising of personal 
subscriptions for such purposes. 

IV. TEACHING FORCE. 

1. Special preparation for business, for law, 
for medicine, for journalism, 
QUALIFI- for the ministry, and for almost 
CATIONS, every other calling is recog- 
nized as a necessity. Since 
teaching has to do with the body, the 
mind, the soul, the life, special preparation 
for that service is of paramount importance . 
For that reason Normal schools and colleges 
are maintained, and for that reason examin- 
ation laws are enacted and enforced. 

Notwithstanding all the precautions taken, 
teachers frequently are poorly prepared. 
While there has been in the past decade 
marked advancement in the qualifications of 
teachers, there is room for further improve- 
ment. 

The children are entitled to U:e best of 
teaching. All things else being equal, tho 
professionally trained teacher is most likely 
to render efficient service. School officials 
should give preference to those teachers who 
have made the best preparation for their 
work. 



2. Lack of adequate preparation among teach- 
ers may be accounted 
COMPENSATION, for in many ways, but 
the chief cause lies in 
the lamentably short sessions, ranging from 
ninety-three days in the colored to one hun- 
dred and six days in the white schools; and 
in the ridiculously low average of salaries 
paid, ranging from $23 in the colored to $37 
a month in the white schools. Think of se- 
curing high qualifications and efficient work 
for such terms of service, and for such rates 
of compensation. The average day laborer is 
better paid for he has employment through- 
out the year. If teachers were not of all peo- 
ple the least exacting, most of the schools 
would have to close. 

Is it possible tliat the people care less for 
the proper education of their children, than 
for the cultivation of tneir lands, the work- 
ing of their mines, or the keeping of their 
live stock? We believe not, but the figures 
quoted should be seriously pondered. When 
we consider the small salaries received, it is 
little wonder that teachers soon tire of their 
labors and go to other states, or drift into 
other and more lucrative callings. 

Teachers in the rural schools, even, should 
be paid salaries sufficiently large to enable 
them to live comfortably, to accumulate a 
reasonable competency, and to spend their 
vacation in making better preparation for 
the performance of their duties. 

V. SOURCES OP REVENUE. 

1. As has been suggested, the error of relying 
entirely upon the State for 

THE NATION, revenue with which to con- 
duct the schools, was made 

in the organization of the system. In the 

view of many an ideal plan for raising reve- 



10 



nue would be that in which the Nation, the 
State, the county, and the district would con- 
tribute in the proper proportion. It should 
he as much the concern of the Nation to have 
an educated citizenship in the State, as of 
the State to have such a citizenship in the 
county or district, for every citizen, educated 
or ignorant, has a part, directly or indirectly, 
in making and executing the laws, local, 
State, and National. 

But increased National aid. while many 
regard it as just and wise, seems to be re- 
mote. For the present, if not for all time, 
we must look for maintenance to the State, 
the coun'y, and the district. 

2. Considering wealth and population, the 
State is doing its full duty in the 
THE matter of appropriations. A sum 

STATE, equal approximately to 50 per cent, 
of all taxes levied upon real and 
personal property, is expended annually for 
education. The amount is more than a mil- 
lion dollars. The Sta'e could not reasonably 
"be expected to increase materially its appro- 
priation. 

Yet, the funds are altogether inadequate. 
The per capita apportionment amounts to 
only $1.45, and from this must be taken the 
commission of the County Superin'endents. 
The average for each pupil in attendance is 
only $4.41. Think of maintaining an ade- 
quate system with that sum! The idea is 
absurd! It is little wonder that the build- 
ings are make-shifts, that the terms are 
short, that the teachers are poorly prepared 
and more poorly paid, that the percentage of 
illiteracy is high, and that expenditures for 
the support of pauperism and the punish- 
ment of crime are great. 

It would be unfair to make the comparison 
"between Alabama and some of the other 



11 

states, but there is no injustice in the com- 
parison which follows. Taking annual aver- 
age attendance as the basis, Iowa spends per 
pupil $24.63; Nebraska, $23.08; Kansas, 
$17.59; Maryland, $18.81; Oklahoma, $13.44; 
Florida, $10.41; Virginia, $8.91; Louisiana, 
$8.82; Texas, $9.95; Mississippi, $6.48; Ala- 
bama, $4.41. Only two States show a greater 
percentage of illiteracy than Alabama. What 
a sad contrast! What a stupendous appeal 
to duty! 

Then, if the Sta^e is doing all that can be 
expected in the matter of appropriations 
from the general treasury, wherein lies the 
difficulty? A reference to the history of edu- 
cation in other States reveals the answer. 
In the absence of the exercise of the power 
of local taxation, no State has been able to 
maintain an efficient system. Those States 
that have made the greatest progress have 
relied most on this policy, some of them 
raising over 90 per cent, of their funds in 
this way. 

After giving to the subject a most careful 
consideration, we are of the opinion that the 
only way by which Alabama can meet her 
supremest obligation lies in giving, not only 
to counties, but also to districts, the power 
of taxation for educational purposes. If tTie 
people of a community desire to levy a tax 
upon their property for the purpose of build- 
ing a school house, or for the purpose of sup- 
plementing the State and county fund, in 
order that their children may enjoy better 
advantages, should they not have the power 
to do so? 

The right of local self-government is a 
principle for which the people of Alabama 
have always contended. Yet, in the matter 
of supplying education for their children, it 
is a right which the lundamental law largely 
denies to them. 



12 



To prepare the way for further progress, 
each county should, before the meeting of the 
next Legislature, levy the one mill tax now 
authorized. Such action by counties would 
prove to the Legislature that the people are 
ready to support the schools when empow- 
ered to do so. That eighteen counties of 
the State have already taken this important 
action is a most gratifying record. 

In behalf of the children, and for the fu- 
ture peace, happiness, and prosperity of the 
commonwealth, we advise that counties pro- 
ceed at once to the performance of this im- 
portant duty. 

CONCLUSION. 

The history of the world teaches unmis- 
takably that intelligence and productivity 
accompany each other; that ignorance and 
criminality go hand in hand; that education 
and civilization march side by side. Exist- 
ing conditions prove our State to be no ex- 
ception to this rule. 

Now that the electorate has been entrusted 
to the more intelligent elements of our popu- 
lation, we appeal to the people to pursue such 
a course as will place Alabama at the head 
of the list of States educationally, as she 
stands first alphabetically, and in so many 
natural advantages. 

Isaac W. Hill, Edgar Gardner Murphy 

T. G. Bush, W. W. Screws, 

H. S. D. Mallory, S. J. Bowie, 

J. H. Phillips, B. J. Baldwin, 

Rufus N. Rhodes, H. C. Gunnels, 

J. W. Abercrombie, Erwin Craighead, 

John T. Ashcraft, J. A. Moore, 

R. E. Pettus. C. C. Thach. 



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